1. Introduction to ABET Accreditation
Michael K. J. Milligan, Ph.D., P.E.
Executive Director, ABET
October 15th, 2012

2. Topics Who is ABET? ABET’s Global Activities
Basics of ABET Accreditation
Criteria: The Guiding Principles of Accreditation Decisions
Continuous Quality Improvement
Future Challenges

3. Who is ABET?
ABET Essentials

4. Brief ABET History
Engineers Council for Professional Development (ECPD) established
ECPD first evaluated engineering degree programs
Name changed to “Accreditation Board for Engineering and Technology” (ABET)
Mutual Recognition Agreement (MRA) signed with Canada (1st international agreement)
Washington Accord Agreement signed with Canada, UK, Ireland, Australia, and New Zealand
Policies and Procedures for Substantial Equivalency evaluations (evaluations outside the US) approved
Major criteria reform (Engineering Criteria 2000)
Substantial Equivalency discontinued
Accreditation of Programs outside the US began
IFEES, GEDC Membership

5. ABET Vision Applied Science Computing Engineering, and
Provide world leadership in assuring quality and in stimulating innovation in
Applied Science
Computing
Engineering, and
Engineering Technology
Education

6. ABET Mission
ABET serves the public globally through the promotion and advancement of education in applied science, computing, engineering, and engineering technology.
Accredits educational programs.
Promotes quality and innovation in education.
Communicates and collaborates with its constituents and the public.
Consults and assists in the development and advancement of education worldwide.
Anticipates and prepares for the changing educational environment and the future needs of its constituents.
Manages its operations and resources in an effective and fiscally responsible manner.
Similarly, ABET’s mission extends outside the borders of the U.S. Our stakeholders and constituents have global operations and look to ABET to assure the graduates they hire from around the world are receiving a high quality education.
Our mission requires us to do that through our accreditation activities and assisting others in the development and advancement of education world wide.

7. Value of ABET Accreditation
ABET accredited programs recognized globally
Commitment to quality education
Outcomes based approach
“What is learned” vs “What is taught”
Emphasis on Continuous Quality Improvement
Criteria encourages innovation

8. ABET Value Students & Parents
Helps students select quality programs
Shows institution is committed to improving the educational experience
Helps students prepare to enter “the profession”
Enhances employment opportunities
Establishes eligibility for financial aid and scholarships

9. ABET Value Institutions
“Third party” confirmation of quality of programs
Prestige, recognition by “the profession”
Attract the strongest students
Acceptability of transfer credits
Some external funding depends on accreditation status

10. ABET Value Faculty Encourages “best practices” in education
Structured mechanisms for self-improvement
Institution is serious and committed to improving quality
Facilities, financial resources, training, etc.

11. ABET Value Industry
Ensures educational requirements to enter “the profession” are met
Aids industry in recruiting
Ensures “baseline” of educational experience
Enhances mobility
Opportunity to help guide the educational process
Program’s Industrial Advisory Groups
Professional, technical societies

12. ABET Value Society Helps ensure public safety
Supports professional licensure, certification
Graduates are ready for the profession
Engages multiple constituents
Academe, industry, public
Identifies programs for investment of public and private funds
Some assurance to taxpayers
Funds for higher education are appropriately spent

13. ABET is a Program Accreditor Also called “Specialized” Accreditor
Evaluates programs
Not Institutions
Not degrees, diplomas, courses
Relevant, technically strong
Professional skills
Graduates ready to enter “the profession”
AS, BS, MS levels
Peer review process
Recognized by CHEA in U.S.

14. ABET’s 31 Member Societies
Board Orientation - March 2011

15. Member Societies Represent “the Profession” Develop Program Criteria
Over 1.5 million individual members
Develop Program Criteria
Appoint Board Representatives
Nominate Commissioners
Recruit and Assign Program Evaluators

16. ABET: a Leader in Assessment Educational Research, Professional Development
Assessment methods; measuring professional skills
Partners with faculty and industry
Professional Development
Institute for the Development of Excellence in Assessment (IDEAL)
Program Assessment Workshop
Webinars
ABET Symposium
4 Tracks; example Self-Studies
Accreditation, Program Assessment, Innovations in Technical Education, and Program Evaluation Updates

17. ABET Organizational Structure Volunteer-Driven: 2,000+ Volunteers
Board of Directors
Nominated by member societies
Provide strategic direction and plans
Decide policy and procedures
Approve criteria
4 Commissions
ASAC, CAC, EAC, ETAC
Make decisions on accreditation status
Implement accreditation policies
Propose changes to criteria
Program Evaluators
Visit campuses
Evaluate individual programs
Make initial accreditation recommendations
“Face of ABET”
100% of accreditation decisions are made by volunteers
ABET Headquarters (Baltimore): ~38 full, part time staff

18. ABET Organizational Structure
Board of Directors
Committees
Accreditation
Council
Industry Advisory Council
Academic Advisory Council
Global Council
Applied Science Accreditation Commission
71 accredited programs at 54 institutions
Computing Accreditation Commission
381 accredited programs at 299 institutions
Engineering Accreditation Commission
2,209 accredited programs at 456 institutions
633 accredited
programs at 213 institutions
Engineering Technology Accreditation Commission
Curricular areas for each commission listed in ABET Yearbook.

19. ABET Board of Directors
5 Officers
President, Pres-Elect, Past Pres, Secretary, Treasurer
1-year terms, except for Treasurer who serves for 2 years
39 Directors
1 to 3 Directors from each member society
3-year term, renewable for additional term
5 Public Directors
Right to vote; no affiliation with member societies
2 Associate Member Representatives
Privilege of the floor, but no vote

20. ABET’s Global Activities
Global Engagement

21. ABET is Engaged Globally Consistent with ABET’s Mission & Vision
Accredit Programs outside the U.S.
Assistance: MOUs with 15 national agencies
Mutual Recognition Agreements
Engineers Canada
International Engineering Alliance (IEA)
Seoul Accord
Membership in Global Organizations
Global Engineering Deans Council (GEDC)
Intl Federation of Engr Education Societies (IFEES)

22. Global Accreditation Activities As of 1 Oct 2012
Accredited 3,205 programs at 659 colleges & universities in 24 countries
Non-U.S. Programs
Accredited 324 programs at 64 institutions in 23 countries
Uniform accreditation criteria, policies and procedures used for all visits, regardless of location

23. Mutual Recognition Agreements
International agreement
Between bodies responsible for accrediting engineering degree programs
Recognizes “substantial equivalency”
of accrediting systems
Graduates of accredited programs are prepared to practice engineering at the entry level to the profession

24. International Engineering Alliance
Washington Accord*
Engineering
Sydney Accord*
Engineering Technology
Dublin Accord**
Engineering Technician
APEC Engineer Agreement
Asia Pacific Economic Cooperation
Engineers Mobility Forum
Professional Engineers Register
Engineering Technologist Forum
* Full signatory; **provisional membership

25. Washington Accord Engineering
ABET: U.S. (1989)
IEAust: Australia (1989)
CEAB: Canada (1989)
IEI: Ireland (1989)
IPENZ: New Zealand (1989)
EngC: UK (1989)
HKIE: Hong Kong (1995)
ECSA: South Africa (1999)
JABEE: Japan (2005)
IES: Singapore (2006)
IEET: Chinese Taipei (2007)
ABEEK: South Korea (2007)
BEM: Malaysia (2009)
MUDEK: Turkey (2011)
AEER: Russia (2012)

26. Mutual Recognition Agreements Washington Accord
Periodic review of assessment processes
Every 6th year
Self study + observer teams
Campus evaluations, decision meetings
Signatories’ website lists programs
Graduate attributes

27. Washington Accord Global Graduate Attributes
Engineering Knowledge
Environment and Sustainability
Problem Analysis
Ethics
Design/Development of Solutions
Individual and Teamwork
Investigation & Experimentation
Communication
Modern Tool Usage
Project Management and Finance
The Engineer and Society
Lifelong Learning

28. Mutual Recognition Agreements Sydney Accord (Engineering Technologist)
Australia - IEAust
Canada - CEAB
Hong Kong China - HKIE
Ireland - IEI
New Zealand - IPENZ
South Africa - ECSA
United Kingdom - EngC
United States – ABET

29. Basics of ABET Accreditation

30. Generally Accepted Accreditation Principles
Faculty Workshop on Accreditation Processes
April 2010
Generally Accepted Accreditation Principles
Accreditation is Voluntary
Non-governmental organization
Fair and impartial peer review process
Requires self-assessment by the program/school
Continuous process (reviewed every n years)
Failure of single criterion results in loss of accreditation
Deficiencies in one area CANNOT be compensated by strengths in other areas
Copyright 2010

31. What Programs does ABET Accredit?
Academic program leading to a specific degree in a specific discipline
Assigned Commission depends on program name
Applied Sciences (ASAC): AS, BS, MS
Examples: Health Physics, Industrial Hygiene, Industrial & Quality Management, Safety Sciences, Surveying and Mapping
Computing (CAC): BS
Comp Science, Info Systems, Info Technology
Engineering (EAC): BS, MS
Engineering Technology (ETAC): AS, BS

32. ABET Accreditation Process What Does It Involve?
Criteria developed by member societies, practitioners, and educators
Self-Study report by the institution and program
On-site evaluation by peers
from education, government, and industry
Publication of lists of accredited programs
Periodic re-evaluation (maximum 6 years)

33. ABET Accreditation Process Objectives
Faculty Workshop on Accreditation Processes
April 2010
ABET Accreditation Process Objectives
Assure that graduates of an accredited program are adequately prepared to enter and continue the practice of applied science, computing, engineering, and technology
Stimulate the improvement of technical education
Encourage new and innovative approaches to engineering education and its assessment
Copyright 2010

34. Faculty Workshop on Accreditation Processes
April 2010
Basic Requirements
Programs must have graduates
Institution must asses entire program
Appropriate institutional accreditation or governmental approval
U.S. Department of Education, or
Regional accreditation agency, or
National accreditation agency, or
State authority
Outside the U.S.A.
Appropriate entity that authorizes/approves the offering of educational programs (e.g., CONEAU)
Copyright 2010

35. ABET Accreditation Process Peer Review
4/16/2017
ABET Accreditation Process Peer Review
Programs prepare Self-Study for evaluation team
Documents how the program meets criteria
Program review conducted by team of peer colleagues
Faculty, industry and government professionals, and administrators in the profession.
Review the Self-Study and conduct the site visit
ABET Program Evaluators (PEVs)
Approximately 2,200 faculty, industry, and government representatives (from ABET member societies)

36. Review Team Membership
One Team Chair
For large teams: Team Chair and Co-Chair
Typically one Program Evaluator for each program being evaluated
Minimum of 3 team members for single program
Possibly one or more observers
International partners, US State licensing boards, new program evaluators, ABET staff
Team members are volunteers and not compensated for their work

37. On-Site Visit Direct observations Complements the Self-Study
4/16/2017
On-Site Visit
Direct observations
Program facilities
Student work, materials
Interview faculty, students, administrators, and other professional supporting personnel
Complements the Self-Study
Provides direct, observable evidence that cannot be obtained from the Self-Study

38. Accreditation Timeline 18 month process
4/16/2017
Accreditation Timeline 18 month process
March - June
Team members assigned, dates set, Self-Study submitted
May - June
Necessary changes
to statement,
if any, are made
January
Institution requests
accreditation for
programs
December - February
Draft statements edited
and sent to institutions
August
Institutions notified
of final action
Year 1
Year 2
September - December
Visits take place, draft statements written and finalized following
7-day response period
July
Commission meets
to take final action
February - May
Institution prepares
self-evaluation
(Program Self-Study)
February - April
Institutions respond
to draft statement and return to ABET
October
Accreditation status publically released

39. Governing Documents Accreditation Process
Faculty Workshop on Accreditation Processes
April 2010
Governing Documents Accreditation Process
ABET Criteria for Accrediting Programs in [ASAC, CAC, EAC, ETAC]
Program Management
Assessment
Curriculum
Resources and Support
ABET Accreditation Policy and Procedure Manual [APPM]
Eligibility for Accreditation
Conduct of Evaluations
Public Release of Information
Appeals
Copyright 2010

40. The Guiding Principles of Accreditation Decisions
Criteria

41. Overview of Criteria Goals
Faculty Workshop on Accreditation Processes
April 2010
Overview of Criteria Goals
Ensure the quality of educational programs
Foster the systematic pursuit of quality improvement in educational programs
Develop educational programs that satisfy the needs of constituents in a dynamic and competitive environment
Copyright 2010

42. April 2010

43. Engineering Criteria 2000 “EC 2000”
Faculty Workshop on Accreditation Processes
April 2010
Engineering Criteria “EC 2000”
Philosophy: “Outcomes-based”
Institutions and programs define mission and objectives to meet needs of their constituents
Provides for program differentiation
Outcomes: preparation for professional practice
Demonstrate how criteria are being met
Wide national & international acceptance
Commitment to Continuous Improvement
Process focus: outcomes & assessment linked to objectives; input from constituencies
Student, faculty, facilities, institutional support, and financial resources linked to Program Objectives
Copyright 2010

44. Faculty Workshop on Accreditation Processes
April 2010
Program Names
Determines:
Which ABET Commission is responsible
ASAC, CAC, EAC, ETAC
Which professional society is responsible
Appropriate program evaluators
Which criteria are applicable
“General Criteria” for all programs
“Program Criteria” for certain disciplines
Copyright 2010

45. Faculty Workshop on Accreditation Processes
Criteria
April 2010
Students
Program Educational Objectives
Student Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
Copyright 2010

46. Criterion 1: Students
The quality and performance of students and graduates is an important success factor.
To determine success, the institution must evaluate, advise, and monitor students.
Policies/procedures must be in place and enforced for acceptance of transfer students and validation of courses taken elsewhere.
Assure that all students meet all program graduation requirements.

47. Criterion 2: Program Educational Objectives
The program must have published program educational objectives
Consistent with the mission of the institution, the needs of the program’s various constituents, and the criteria
There must be a documented and effective process, involving program constituents, for the periodic review and revision of these program educational objectives.

48. Criterion 3: Student Outcomes
The program must have documented student outcomes that prepare graduates to attain the program educational objectives.
Narrow statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.

49. Criterion 3: Student Outcomes
The program must demonstrate that their students attain the following outcomes:
An ability to apply knowledge of mathematics, science, and engineering
An ability to design and conduct experiments, as well as to analyze and interpret data
An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

50. Criterion 3: Student Outcomes
An ability to function on multidisciplinary teams
An ability to identify, formulate, and solve engineering problems
An understanding of professional and ethical responsibility
An ability to communicate effectively
The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

51. Criterion 3: Student Outcomes
A recognition of the need for, and an ability to engage in life-long learning
A knowledge of contemporary issues
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Plus any outcomes specific to field of study

52. Criterion 4: Continuous Improvement
U of Cincinnati - S Schall & G Rogers
Criterion 4: Continuous Improvement
The program must use a documented process incorporating relevant data to regularly assess its program educational objectives and student outcomes, and to evaluate the extent to which they are being met.
The results of these evaluations of program educational objectives and program outcomes must be used to effect continuous improvement of the program through a documented plan.

53. Criterion 5: Curriculum (1/2)
U of Cincinnati - S Schall & G Rogers
Criterion 5: Curriculum (1/2)
Faculty must assure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the program and institution.
One year of a combination of college-level mathematics and basic sciences appropriate to the discipline
One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study

54. Criterion 5: Curriculum (2/2)
U of Cincinnati - S Schall & G Rogers
Criterion 5: Curriculum (2/2)
General education component that complements technical content and is consistent with program and institutional objectives
Students prepared for engineering practice through curriculum culminating in a major design experience
Based on knowledge and skills acquired in earlier course work
Incorporates appropriate engineering standards and multiple realistic constraints

55. U of Cincinnati - S Schall & G Rogers
Criterion 6: Faculty
Sufficient number to achieve program objectives
Competent to cover all curricular areas of program
Authority for creation, delivery, evaluation, modification, and continuous improvement of the program

56. Criterion 7: Facilities
U of Cincinnati - S Schall & G Rogers
Criterion 7: Facilities
Adequate to (safely) accomplish educational objectives and outcomes of the program.
CAC: Computing resources are available, accessible, systematically maintained and upgraded, and supported.
EAC: Foster faculty-student interaction; encourages professional development & professional activities; and provide opportunities to use modern engineering tools.
What: Classrooms, laboratories and associated equipment, office space, library, etc.

57. Criterion 8: Institutional Support
U of Cincinnati - S Schall & G Rogers
Criterion 8: Institutional Support
Sufficient to attract, retain, and provide for continued professional development of faculty.
Sufficient to acquire, maintain, and operate facilities and equipment appropriate for the program.

58. Program Criteria
Each program must satisfy applicable Program Criteria which may, depending upon the commission, amplify:
Objectives
Outcomes
Curricular topics
Faculty qualifications

59. Masters Level Programs Criteria
Fulfillment of baccalaureate level general criteria
One academic year of study beyond the baccalaureate level
Ability to apply masters level knowledge in a specialized area related to program area
Fulfillment of program criteria appropriate to masters specialization area
Develop, publish, and periodically review, educational objectives and student outcomes

60. Continuous Quality Improvement

61. Continuous Quality Improvement (CQI)
ABET Criteria have been developed on the principles of continuous quality improvement
On-going process at institution to improve quality of student’s educational experience
Systematic process: documented, repeatable
Assess performance against criteria
Take actions to improve program
Accreditation is a part of CQI
Verification that program meets certain level of quality, and CQI is part of the quality process

62. Continuous Quality Improvement CQI Process
Faculty Workshop on Accreditation Processes
April 2010
Continuous Quality Improvement CQI Process
CQI process includes a clear understanding of:
Mission (your purpose)
Constituents (your customers)
Objectives (what one is trying to achieve)
Outcomes (learning that takes place to meet objectives)
Processes (internal practices to achieve the outcome)
Facts (data collection)
Evaluation (interpretation of facts)
Action (change, improvement)
Copyright 2010

63. Assessment: How are we doing?
Establish Purpose and Set Goals
Define/Refine Objectives and Outcomes
Design and Conduct Assessments
Evaluate Assessment Findings
Use Results for Decision Making
Institutional support
Student Advising
Faculty
Curriculum
Program goals
Customers
How students learn
What students learn

64. Resources Program Assessment Workshop
Institute for the Development of Excellence in Assessment Leadership (IDEAL)
Intensive, Interactive 1-day Workshop
Program Assessment Workshop
Various topics
Multiple offerings
No cost
Spring of each year
Over 80 Sessions
Four educational tracks
Accreditation Track
Resource Room – example Self-Studies
Website:

65. ABET Initiatives with CQI Processes
Since 2006
2,278 participants in one-day Program Assessment Workshops
495 graduates from the four day-long Institute for Development of Excellence in Assessment Leaders (IDEAL)
6,104 ABET Webinar views (680 per month)

66. Future Challenges

67. Education is Changing Non-traditional students Students are changing:
Gen X, Gen Y, Gen Z
Diversity of student population
Explosion of distance learning: online education
Globalization of the workforce
The Internet: a tool for learning
“Density” of academic programs

68. Students are Changing Digital Natives (Gen Z) Lifelong users of
Born between mid-1990s and end of 2000s
Lifelong users of
Internet
Instant messaging and text messaging
MP3 players
Cell phones/smart phones
Electronic tablets
YouTube, Facebook, etc.
Educational experience: what is their expectation?

69. Why a Global Focus? Education Global Business International Students
Global Institutions
Distance Learning
Transcends geographical borders
Explosive Growth
Global Business
Global technical professionals
Work anywhere, with anyone
Appreciation for, and ability to function, in a multicultural environment

70. Students are Global and Mobile!
Studying and Working Abroad  Learning Online  International Experiences

71. 85,000 students graduate from ABET accredited programs each year!

72. Questions?

73. Michael K. J. Milligan, Ph.D., P.E.
Thank You!
Michael K. J. Milligan, Ph.D., P.E.
ABET Executive Director